Article

Assessment and training of young children using powered mobility tends
to be based on expert opinion although research in this area has recently been
completed. This review critiques available research and discusses the studies in
relation to theory and expert opinion. A literature review was completed
to identify research regarding powered mobility training for children with
developmental disabilities.
Two recent qualitative studies were identified and
their models and assessment tools were compared and discussed with
recommendations for clinical practice and research. RESULTS: The focus of the two
studies is on a continuum of learning, the reciprocal relationship of trainer and
trainee, and impact of the social and attitudinal environment on powered mobility
skill development. The assessment tools and training protocols are backed up by
motor learning principles and expert opinion. Further research is required to
incorporate the tools into clinical practice and to examine additional
psychometric properties. CONCLUSIONS: Rather than focusing on readiness skills or
pass/fail tests, clinicians should explore early mobility options for clients at
the beginning of the continuum of learning, reflect on how they relate to and
impact on their clients' learning, and set up the environment to facilitate
independent learning and exploration.

Langue : ANGLAIS